OVERVIEW OF THE EVERY STUDENT
SUCCEEDS ACT: TITLES I & III
RIVERSIDE COUNTY PELD MEETING
JANUARY 29, 2016
Presented by
Patti F. Herrera, School Services of California
Leticia Garcia, Office of the Riverside County Superintendent of Schools
TITLE 1, SUBPARTS
 Part A: Improving Basic Programs
 Part B: State Assessment Grants
 Part C: Migrant Education
 Part D: Neglected, Delinquent or At-Risk Youth Prevention &
Interventions
 Part E: Flexibility for Equitable Per-Pupil Funding
TITLE I: PART A, APPROPRIATIONS
Fiscal Year
Appropriation
2017
$15.0 billion
2018
$15.5 billion
2019
$15.9 billion
2020
$16.2 billion
States shall:
 Appropriate to LEAs
 Monitor and evaluate use of funds by LEAs
 “[Reduce] barriers and [provide] operational flexibility for schools in the
implementation of comprehensive support and improvement activities or targeted
support and improvement activities”
TITLE I, STATE SET ASIDES
Formula funding remains the same
 keeps 1% cap on State administrative funds
Includes two new State set asides:
 Mandatory 7% for School Improvement interventions and technical
assistance (State determines distribution to LEAs - formula or competitive)
 Optional 3% for Direct Student Services (competitive subgrants to LEAs –
priority given to identified schools)
TITLE I: USE OF GRANTS BY LEAS
 Improve course access
 Advance courses
 Career Technical Education
 Credit Recovery/Academic Acceleration
 Post-secondary Readiness Activities
 AP/IB courses
 College admissions tests – reimbursement for low-income students
 Personalized learning activities/services
 Transportation costs for students in lowest 5% of Title I schools
TITLE I: ASSESSMENTS
States must assess:
 English language Arts and Mathematics, every year in Grades 3-8

At least once in Grades 9-12
 Science, at least once in

Grades 3-5

Grades 6-9

Grades 10-12
 Other subjects and frequency at the State’s discretion
 Alternate assessment tied to alternate standards for students with
disabilities – limits to 1% statewide
 Maintains 95% participation requirement
TITLE I: ASSESSMENTS
 Scores must be disaggregated by LEA and by school by –
 Racial and ethnic subgroup
 Low-income students
 Special education students
 English proficiency status
 Gender
 Migrant status
 Authorizes the inclusion of reclassified English learners to be included in
the English learner subgroup for up to 4 years after reclassification
TITLE I: STATE ACCOUNTABILITY SYSTEM
State Accountability System shall include:
 Long-term goals and measurements for interim progress toward goals
related to academic achievement, graduation, and progress toward English
language proficiency for English learners
 School-level weighted performance indicators
 Academic achievement – summative assessments (greatest weight)
 For K-8 – student growth
 For high schools – graduation rate
 English proficiency progress rates for English learners within State-determined
timeline
 School quality – student engagement, educator engagement, student access to
and completion of advanced coursework, post-secondary readiness, school
climate and safety, other
TITLE I
TWO-TIERED SUPPORT AND IMPROVEMENT
SYSTEM
Comprehensive Support and Improvement
Targeted Support and Improvement
 Beginning in SY 17-18, State must identify
 State shall notify LEAs of any schools
schools in need of Comprehensive Support
and Improvement, and must do so at least
once every three years
 Identify at least the lowest-performing 5% of
all Title I schools
 Identify schools in which any subgroup that,
on its own, is the lowest-performing 5%
 All high schools failing to graduate at least 1/3
of their students
 Evidence-based LEA-developed, state-
approved plan
 Requires more rigorous State action if there
is no improvement after a State-determined
number of years (up to 4 years)
in which any subgroup is consistently
under-performing
 School-developed, LEA-approved
support and improvement plan
 Requires additional action if there is
no improvement after an LEAdetermined number of years
 Requires State assistance if there is
no improvement after a Statedetermined number of years (up to
4 years)
TITLE I: COMPREHENSIVE SUPPORT AND
IMPROVEMENT – LEA PLAN
LEA plan for comprehensive support and improvement shall:
 Use all State indicators in the State Accountability System, including measures of
progress toward State long-term goals
 Include evidence-based interventions
 Be based on school-level needs assessment
 Identify resource inequities
 Be approved by the school, LEA, and the State
State may authorize differentiated improvement activities for schools that
predominantly serve drop-out students are students who are significantly offtrack to accumulate credits to graduate from high school.
TITLE I: TARGETED SUPPORT AND
IMPROVEMENT – SCHOOL PLAN
School plan for targeted support and improvement shall:
 Use all State indicators in the State Accountability System, including measures of
progress toward State long-term goals
 Include evidence-based interventions
 Be approved by the LEA
 Monitored by the LEA
 Identify resource inequities if any subgroup is identified as consistently under-
performing
TITLE I: PART E, FLEXIBILITY FOR
EQUITABLE PER-PUPIL FUNDING
ESSA includes new incentive grant program to enhance equity through the
development and implementation of school funding system based on
weighted per-pupil allocations for low-income students, English learners,
lowest-achieving students, and students with disabilities.
 Available for direct federal funding for no more than 50 LEAs
 USDE-LEA agreements are valid for no more than three years
 In the spirit of flexibility, Part E authorizes USDE to waive any ESSA
provision that would prevent an LEA from using Federal funds as part of
the agreement.
 Greater requirements about fund sources, per-pupil expenditures,
stakeholder engagement
TITLE III: APPROPRIATIONS
Fiscal Year
Appropriation
2017
$756 million
2018
$770 million
2019
$785 million
2020
$885 million
TITLE III
 Moves accountability provisions to Title I – does not impact funding or
services to English learners
 Replaces “limited English proficient” with “English learner”
 Requires reports, due every two years, to include the number and
percentage of English learners who:
 Meet State determined long-term goals
 Achieve English proficiency
 Meet state content standards for the subsequent four years after reclassification
 Have not achieved English proficiency within five years of identification as an
English learner
ESSA--IMPLEMENTATION TIMELINE
 Omnibus Appropriations bill extended ESSA formula-based grant
programs through 2017-18
 Competitive grants effective on October 1, 2016
 State Accountability Plan effective school year 2017-18
 ESSA refers to plan as “meaningfully differentiated system”
 State Board of Education is poised to adopt the plan by November 2016 for
submission to the USDE
CA STATE BOARD OF EDUCATION
SBE, at their January meeting, authorized two Title I waiver requests for 2016-17 to
 authorize districts to locally develop high quality programs that meet the
needs of their students, rather than use funds on prescriptive supplemental
education services
 provide relief from the AYP requirement that the State identify new schools
for Program Improvement
For copy of letter click http://www.cde.ca.gov/nr/el/le/yr16ltr0113.asp
STATE ACCOUNTABILITY AND ESSA:
OPPORTUNITY FOR ALIGNMENT
Principally aligned in its efforts to
 Decentralize decision-making
 Enhance local flexibility to meet student needs and improve academic
achievement
 Develop an accountability system that uses multiple measures of student
achievement and learning
 Promote a system of support and continuous improvement for schools and
LEAs
STATE ACCOUNTABILITY AND ESSA:
OPPORTUNITY FOR ALIGNMENT
Some areas that need to be further aligned or clarified
 Extent to which States determine metrics and approaches to measure
progress toward State-developed long-term goals
 How to meaningfully differentiate – multiple measures versus single index
 How to measure “lowest-performing” schools or subgroups – assessments
versus multiple measures
 School versus LEA support and improvement programs
ADDITIONAL RESOURCES
ESSA available at http://www.ed.gov/essa?src=rn
ESSA and LCFF crosswalk presented to SBE at January meeting available at
http://www.cde.ca.gov/be/ag/ag/yr16/agenda201601.asp
Council of Chief State School Officer: Implementation Summaries
http://www.ccsso.org/Resources/Programs/Every_Student_Succeeds_Act.html